Main Document

At Oregon State University, we are reforming our large-enrollment introductory calculus-based physics sequence. We are integrating course goals and materials borrowed from ISLE (Investigative Science Learning Environment) which promotes student practice of processes of authentic scientists, and Peer Instruction which helps them engage in these practices. To help our students be able to justify their own knowledge, and develop ownership of that knowledge the instructor works to develop a productive community of practice [1] enabling students to participate in social interactions and make meaning of their experiences to build a shared repertoire of knowledge. This paper reports on strategies the instructor uses, challenges faced, and present evidence of both successes and failures in terms of achieving this aim.